The Academic Effects of Moving to Middle School on Students With Disabilities Relative to Their General Education Peers

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Evaluation and Policy Analysis Pub Date : 2024-03-18 DOI:10.3102/01623737241229990

Kaitlyn G. O’Hagan, Leanna Stiefel, A. Schwartz

引用次数: 0

Abstract

Middle school transitions are increasingly required, despite documented negative effects on general education students (GENs). We explore if and how the move to middle school differentially affects students with disabilities (SWDs), a large and low-performing group. Using an instrumental variables strategy and New York City (NYC) data on nine student cohorts, we find the middle school transition causes a 0.29 SD decline in SWD math performance, a 0.16 SD decline in English language-arts (ELA) performance, and a one percentage point increase in grade retention. Accounting for potential mediators (e.g., peer cohort stability) does not substantially explain estimated effects on SWD performance. However, the middle school transition has similarly large negative effects on GENs, suggesting the need to ease this transition for all students.

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相对于普通教育学生，升入初中对残疾学生的学业影响

尽管有文献记载初中升学对普通教育学生（GENs）有负面影响，但越来越多的学生需要升入初中。我们探讨了升入初中是否以及如何对残疾学生（SWDs）这一人数众多且成绩较差的群体产生不同影响。利用工具变量策略和纽约市（NYC）九个学生组群的数据，我们发现初中升学会导致残障学生数学成绩下降 0.29 SD，英语语言艺术（ELA）成绩下降 0.16 SD，留级率上升一个百分点。考虑到潜在的中介因素（如同年级学生的稳定性），并不能很好地解释对社工成绩的估计影响。然而，初中升学对 GENs 的负面影响同样很大，这表明有必要缓解所有学生的升学压力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

期刊介绍： Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.